This article is one in a series of reflections on strategic directions in higher, vocational and professional education. It is […]
Whether the four categories of Fellowship, professional recognition from the Higher Education Academy (AdvanceHE), represent a progression framework appears to
Colleague interested in designing modules and programmes that enable a full range of skills development across domains (cognitive, affective, psychomotor,
(Coaching is available for direct entries for Fellowship. Contact me to discuss) Following these brief overview of the nature of
Course: Designing Effective Intended Learning Outcomes (August 2022) I persist in being a fervent advocate for the use of a
Workshop aligned to UKPSF A5, K5, K6, V3 It may seem strange to design our evaluation structures before we have
Workshop aligned to UKPSF A1-A4, K3-K4, V1, V4 This post is a summary of the page for Stage 7 of
See Courses “Why do I need to worry about manual skills? I teach history/French/maths…”. My answer is simple. What tools are
Designing Engaging Learning Opportunities Workshop aligned to UKPSF A1-A2, K1-K4, V1 The third element in a constructively aligned course design
Student expectations are serious constraints on imaginative assessment processes. Students are taught through their educational experience that ‘final grades matter’